A Comparison Between the Thoughts and Actions of Less and More Experienced Science Teachers

Thoughts and Actions of Many
Beginning Science Teachers

Thoughts and Actions of Many
More Experienced Science Teachers

Purpose

To convey chunks of subject matter from the textbook.	To teach a few concepts or principles from the course syllabus.
To get right into the details of the subject.	To provide a meaningful overview of content to be highlighted: "Why are we learning this?"
To cover a certain amount of material.	To help students grasp a few concepts well and to spark interest.

Focuses on covering textbook chapter material.	Identifies what students may find meaningful about the core concepts or principles.
Organizes lecture notes over the content.	Outlines several instructional activities.
Assumes students understand what should be learned.	Specifies the intended learning outcomes for each lesson.

Attempts to transfer information to students.	Engages students in thinking and finding out through use of questions and other means.
Asks students to take ntoes and to remember what they hear and see written.	Asks students to explain their understandings.

Attempts to keep students in their seats.	Provides opportunities for active student learning.
Makes students listen and follow instruction.	Gives students opportunities to express their ideas.
Disciplines students who misbehave.	Encourages students to monitor their own behavior.

Rarely checks for student understanding during instruction.	Reviews to check on student learning.
Uses mostly paper-and-pencil tests to determine grades.	Uses multiple methods to determine what students know and can do.
Fails to use test results and grades to evaluate teaching effectiveness.	Considers student performance to gauge teaching effectiveness and improve instruction.

from Chiapetta & Koballa, 2006. Science Instruction in the Middle and Secondary Schools: Developing Fundamental Knowledge and Skills for Teaching